Confronting Barriers to the Participation of Mexican American Women in Higher Education

Abstract

The purpose of this review was to identify and examine barriers purported to prevent the participation of Mexican American women in higher education as well as strategies to confront those barriers. Sex-role restrictions and the oppressive effects of low socioeconomic status, rather than culture or language, partially accounted for the relatively low participation of Chicanas in postsecondary education. The fact that Chicanas must generally seek and obtain financial sources of support because of parental inability to aid further deters chances of obtaining a degree. The alienation and isolation that Chicanas often experience because of the lack of "fit" and support in the college environment can also discourage participation of this underrepresented group. The traditional admissions criteria such as tests scores and high school achievement are often erroneously used to prevent the entrance of many Mexican American women who might indeed have potential to succeed. Motivation and positive self-expectations have been found to mediate the barriers that many Chicanas face. These variables result from support and encouragement, particularly from mother encouragement, teacher expectations, and positive identification with one's language and culture. Programs designed to provide financial and emotional support as well as provide an advocacy role are clearly desirable.